Üstünlüoğlu, Evrim
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Üstünoğlu, Evrim
Ustunluoglu, Evrim
Üstünlüoğlu, E
Ustunluoglu, E
Ustunluoglu, Evrim
Üstünlüoğlu, E
Ustunluoglu, E
Job Title
Email Address
evrim.ustunluoglu@ieu.edu.tr
Main Affiliation
13.08. Undergraduate English Coordinator
Status
Current Staff
Website
ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Sustainable Development Goals
1NO POVERTY
0
Research Products
2ZERO HUNGER
0
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3GOOD HEALTH AND WELL-BEING
0
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4QUALITY EDUCATION
5
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5GENDER EQUALITY
0
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6CLEAN WATER AND SANITATION
0
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7AFFORDABLE AND CLEAN ENERGY
0
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8DECENT WORK AND ECONOMIC GROWTH
0
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9INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
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10REDUCED INEQUALITIES
0
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11SUSTAINABLE CITIES AND COMMUNITIES
0
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12RESPONSIBLE CONSUMPTION AND PRODUCTION
0
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13CLIMATE ACTION
0
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14LIFE BELOW WATER
0
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15LIFE ON LAND
0
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16PEACE, JUSTICE AND STRONG INSTITUTIONS
0
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17PARTNERSHIPS FOR THE GOALS
5
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Documents
9
Citations
60
h-index
4
Documents
7
Citations
33
Scholarly Output
15
Articles
14
Views / Downloads
165/127
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
33
Scopus Citation Count
54
Patents
0
Projects
1
WoS Citations per Publication
2.20
Scopus Citations per Publication
3.60
Open Access Source
7
Supervised Theses
0
| Journal | Count |
|---|---|
| Buca Eğitim Fakültesi Dergisi | 2 |
| Egıtım Ve Bılım-Educatıon And Scıence | 2 |
| Eğitim Teknolojisi Kuram ve Uygulama | 1 |
| Essays in Education | 1 |
| Internatıonal Journal of Instructıon | 1 |
Current Page: 1 / 3
Scopus Quartile Distribution
Competency Cloud
15 results
Scholarly Output Search Results
Now showing 1 - 10 of 15
Article Citation - WoS: 1Citation - Scopus: 2A Case Study on the Usage of Lecture Capture: Perceptions of Students, Faculty Members and Administrators(Springer, 2021-11-13) Ustunluoglu, Evrim; Mumcu, Filiz; Uslu, Nilufer Atman; Askar, PetekApproaches and methodologies based on technology are becoming more widespread in education. One of these technologies, Lecture Capture (LC), is particularly beneficial in higher education, since it allows students to improve learning via flexible access to video-recorded lectures. However, while LC is becoming more widespread in higher education, research on its impact on learning and teaching have prompted further discussion regarding its usage. The purpose of this study is to explore in depth the perceptions of students, faculty members, and administrators on the usage of LC in higher education, and to improve the system by identifying its key benefits and drawbacks. In the study, an embedded single-case study methodology was employed, focusing on a university's use of LC. Analysis of the findings identified three main themes: purposes for which the system was used; changes occurred through usage of the system; plus, concerns and issues. The study highlights the importance of the pedagogical, methodological, and technical aspects of the LC system.Article Can Peer-Mentoring Be a Model for Retention in Higher Education?(2024-03-29) Üstünlüoğlu, EvrimResearch highlights the benefits of peer mentoring in helping less experienced students understand their university roles and achieve academic goals. The current study aims to explore the perspectives of mentees and mentors, focusing on program expectations, challenges faced, and suggestions for improvement. This single-case study investigates a 12-week mentoring program at a foundation university using qualitative surveys, monthly reports, and focus group interviews. The findings suggest that both mentors and mentees have academic and social expectations, encompassing the enhancement of problem-solving, leadership, and communication skills and mentees’ adjustment to campus life. As for the challenges encountered, the key themes emerged, establishing boundaries/relationship, time management, meeting diverse needs and expectations and coping with a lack of information/miscommunication. Mentors and mentees reported that the effectiveness of the mentoring program was influenced by factors such as support from academic programs, a well-structured program, and the training provided to the mentors before the program started. The participants stated that they took advantages of the mentoring program, acquired personal, professional, and academic skills, facilitating a smooth transition to the campus life. The results are expected to inform future mentoring programs and promote peer mentoring in higher education.Article Üst Düzey Düşünme Becerilerini Geliştirmede Bilişsel Soruların Rolü(2006) Üstünlüoğlu, EvrimÜst düzey düşünmek; bilgiyi kullanmayı, karşılaşılan yeni durumlarla ilgili problemler çözmeyi, açıklama, sentez, analiz ve genelleme yapmayı, hipotezler geliştirmeyi, kısaca bilimsel yöntem becerilerini kullanmayı gerektirir. Günümüz dünyasında eleştirel düşünme, yaratıcı düşünme, analitik düşünme, yansıtıcı düşünme ve probleme dayalı düşünme olarak da adlandırılan bu beceriler öğretme ve öğrenme sürecinde ikinci plana itilmişler ve daha çok alt düzey düşünme becerileri ön plana çıkarılmıştır. Oysaki sınıf içi süreçlerde kullanılan sorularla bu düşünce becerilerinin edinilmesi arasında doğrusal bir ilişki vardır. Soruların niteliği, üst düzeydüşünmenin kapılarını açar; çünkü nitelikli sorular düşünmeyi tetikler ve derinlemesine anlamayı sağlar. Bu çalışmada üst düzey düşünme becerileri ve bu becerileri geliştirmeye yönelik soru örnekleri hakkında bilgi verilmiş, bu sorula-rı yapılandırırken dikkat edilmesi gereken noktalar, alanda yapılan araştırma sonuçları da göz önüne alınarak özetlenmiştir.Article Beyin Temelli Öğretime Eleştirel Bir Yaklaşım(2007) Üstünoğlu, Evrim“Beyin Temelli Öğretim Modeli” 12 ilkesiyle eğitim ve öğretim dünyasında yerini almıştır: beyin pek çok işlevi aynı anda yapar, öğrenme fizyolojik bir olaydır, anlam arayışı içseldir, beyin kalıpları algılamaya planlanmıştır, duygu ve biliş birbirinden ayrlmaz, beyin parça ve bütünü aynı zamanda algılar, öğrenme hem odaklanmış hem de çevresel algılamayı gerektirir, öğrenme bilinç ve bilinçdışı süreç- leri kapsar, en az iki tür hafıza vardır, olgu ve beceriler doğal hafızada yapılandırıldığında en iyi anlama meydana gelir, öğrenme zihni zorlayan etkinliklerle artar, tehditle engellenir ve her beyin eşsizdir. “Beyin Temelli Öğretim”, bilgi edinimi ve hatırlanmasını en üst düzeye çıkarma iddiası ile çıkış yapmasına rağmen diğer yaklaşım ve kuramlarla olan benzerliği bu modelin özgünlüğü konusunda soru işaretleri yaratmıştır. Özgünlük sorununun yanı sıra Nörobilim alanındaki çalışmaların eğitim dünyasın- da nasıl kullanılması gerektiği de tartışmalar arasındadır. Özellikle öğretmenlerin alan çalışmalarını yeterince izlememesi ve modelin kullanımını tam olarak algılamamaları bir başka sakınca olarak belirtilmektedir. “Beyin Temelli Öğretim” zenginleştirilmiş öğretim ortamlarının kullanıldığı, öğrencilerin tehditten uzak, içsel güdülenmelerinin desteklendiği geliştirici bir rehberlik olarak kullanılabilir.Conference Object Citation - WoS: 2Is Appraisal System a Threat for Teachers?(Elsevier Science Bv, 2009) Ustunluoglu, EvrimA perceived lack of motivation and a dissatisfaction among English language teachers together with the evidence of failure rates in English proficiency tests within the School of Foreign Languages signaled a need for change. This study covers the planning, implementation and evaluation of the first comprehensive appraisal system, which allowed staff an opportunity to reflect on their feelings about the programs, examinations, expectations and the administrative issues through the questionnaires and interviews. The feedback given by the staff and the students created a series of changes at school; including the establishment of Curriculum and Material Development, and a review of approaches in the Teacher Development Unit and Testing Units. (C) 2009 Elsevier Ltd. All rights reserved.Article Perceptions of K-12 English Language Teachers on an Online In-Service Training Program(2023-09-30) Üstünlüoğlu, Evrim; Gün, BaharThis research was conducted in collaboration with the US Embassy Education Department located in Ankara and the Local Directorate of National Education (DoNE). The study aimed at designing an online in-service training program based on the needs and expectations of K-12 English language teachers; and to identify their perceptions regarding the online in-service-training program to make implications for the design of future online in-service programs. A needs analysis survey was conducted, resulting in an online program which included topic areas, such as use of technology, engagement of students in online classes, effective teaching and assessment of speaking and writing skills, use of drama techniques, professional development, the profile of next generation learners, as well as pedagogical approaches. The focus group meetings with the participant teachers at the end of the program revealed that the teachers in the study benefited from the online program in terms of improving their overall online teaching and assessment skills, contributing to their professional development, and improving their own language proficiency levels.Review Citation - Scopus: 17University Students' Perceptions of Native and Non-Native Teachers(2007-02) Ustunluoglu E.The employment of native teachers of English in countries where English is a foreign language, coupled with a growing concern over teaching effectiveness, has led to collecting data about teachers' performance through student feedback. Not much research has been carried out in Turkey to evaluate the process and output of language teaching by native and non-native teachers from students' points of view. The aim of this study is to identify university students' perceptions of native and non-native teachers of English as well as to identify deficiencies and needs in the teaching process so that some suggestions can be made. A data pool of 311 university students participated in this study and evaluated 38 native and non-native teachers of English. A questionnaire was used as the instrument and it consisted of 30 items related to in-class teaching roles, in-class management roles, in-class communication roles, and individual features. The results indicate that there is a meaningful difference between native and non-native teachers of English from the students' perspective. The results suggest that non-native teachers fulfil in-class teaching and in-class management roles better than native teachers do while native teachers fulfil in-class communication skills and present more favourable qualities. The results will be beneficial for native and non-native teachers in terms of realizing their deficiencies and raising awareness. For further research, using student achievement level along with the results of student ratings would lead to more convincing results. The evaluation of teachers by their students is not a widely used approach in Turkey and further research in this area would benefit from a wider subject base.Article Citation - WoS: 10Citation - Scopus: 15Teaching Quality Matters in Higher Education: a Case Study From Turkey and Slovakia(Routledge Journals, Taylor & Francis Ltd, 2016-07-11) Ustunluoglu, EvrimDespite a growing number of studies on the effectiveness of teaching and quality in higher education, reports indicate that more work is needed regarding meeting expectations in teaching quality, in particular, in investigating lecturers' application of pedagogical knowledge when transferring discipline-specific knowledge. This study aimed to investigate the perceptions of both students and lecturers on teaching in higher education in two countries. The researcher used both quantitative and qualitative data in order to provide a comprehensive analysis of the research problems and to obtain sufficiently detailed data. The results indicated a difference between students' and lecturers' perceptions regardless of country, highlighting a discrepancy over views on the pedagogical competence of lecturers. Although this was a small-scale study in two countries, the results pointed to the failure of university lecturers to meet students' expectations in terms of teaching quality. The study suggested that, regardless of subject area, it would be beneficial to emphasize self-reflection, awareness, improvement of teaching skills, and consequent changes in students learning. University administrations should also have realistic expectations of lecturers.Article Yükseköğretimde Ders Yakalama Sisteminin (dys) Kullanımınınöğrenci Açısından İncelenmesi(2020) Atman Uslu, Nilüfer; Üstünlüoğlu, Evrim; Mumcu, Filiz; Uslu, Nilüfer AtmanSon zamanlarda küresel ve ulusal ölçekte hissedilen ihtiyaçlar ve zorunluluklar nedeniyle teknolojiye dayalı öğretim yaklaşımlarının kullanılmasına ilişkin beklentiler artmış; üniversiteler bu beklentileri karşılamak için farklı uygulama arayışı içine girmişlerdir. Ders Yakalama Sistemi (DYS) bu uygulamalardan birisidir ve amacı, öğretim elemanının, çevrimiçi olarak ya da ders kayıtlarında gerekli gördüğü değişiklikleri yaptıktan sonra dersini, öğrenci erişimine açarak öğrencinin kendi ihtiyacı doğrultusunda bilgiye ulaşmasını ve tekrar etmesini sağlamaktır. Bu çalışmada, bir yükseköğretim kurumundaki öğrencilerin DYS’yi kullanım amaçları, DYS’ye ilişkin yarar algıları ve DYS kullanımı ile ilgili algıladıkları kısıtlılıklara ilişkin görüşlerinin betimlenmesi amaçlanmıştır. Araştırma sonuçları, öğrencilerin DYS sistemini işlevsel ve yararlı bulduklarını, en çok sınavdan önce konuları gözden geçirmek, derste kaçırdığı ya da derse gelemediği durumlarda öğrenme eksikliklerini kapatmak için kullandıklarını ancak sisteme ulaşımda yaşadıkları en önemli kısıtlılığın teknik aksaklıklar olduğunu göstermiştir. Bu çalışma, teknolojiye dayalı öğretim yaklaşımlarının daha fazla önem kazandığı ve kullanıldığı günümüzde söz konusu yaklaşımların pedagojik değerini ön plana çıkaran araştırmaların yürütülmesini önermektedir.Article Towards Student Involvement in Essay Assessment(2008) Yürekli, Aynur; Üstünlüoglu E.In language teaching, assessment is one of the most formidable challenges for both the students and the teachers. Especially, when the assessment of productive skills which are subjective by their nature are concerned, the "challenge" could very well turn into a "nightmare" for both parties. In order to avoid this undesired possibility, the attitude of the grader and the students towards the evaluation rubric is as vital as the rubric itself. This study describes the standardization process of the writing rubric for the assessment of essays, which is accepted both by the graders and the learners who are subject to this evaluation. The paper outlines the phases of rubric revision and describes student involvement in essay evaluation. Special emphasis is put on how students used the rubric as a learning tool while writing their essays, and how they benefited from being familiarized to the rubric. The results refer to the importance of inter-rater reliability, which is achieved by revising the assessment rubric in line with grader suggestions, and by checking consistency among graders of writing at certain intervals. The study also suggests that learner involvement in assessment promotes the outcome.
